Meeting Employer Skills Needs

Consultation on Criteria for Higher Apprenticeships at Degree Levels

Consultation questions

Higher Apprenticeships – Levels 4 & 5

Credit Values

Credit values play an important role as a measure of achievement at all learning levels. In both FE and HE, a credit is worth 10 notional hours of learning.

SASE currently specifies a minimum of 37 QCF credits for an Apprenticeship framework. However, developed frameworks at Levels 4 and5 have resulted in a wide span of credit values depending on the occupational area and qualifications included. Also, higher education qualifications at Level 4 and 5 on the Framework for Higher Education Qualifications (FHEQ) typically have higher credit values. To ensure consistency and parity:

Question 1a

Should we increase the minimum credit value for Higher Apprenticeships so that it better aligns with credit values expected of equivalent provision in the FHEQ?

YesNo

If yes, what should the minimum credit values be for Higher Apprenticeships at Level 4 and at Level 5? (In HE, a Level 4 Certificate of Higher Education is worth 120 credits and at Level 5, a Foundation Degree equals 240 credits).

Suggested minimum credit value for Level 4: Suggested minimum credit value for Level 5:

Comments

AAT does not believe that there should be any change in the minimum credit values for Higher Apprenticeships. Our reasoning is based on our own experience as a professional and awarding body, whose qualifications form part of the popular and succesful Accounting frameworks at Levels 2,3 and 4. It should be noted that the Accounting framework at Level 4 has been by some margin the most succesful Level 4 apprenticeship with over 80% of all Higher Apprenticeship starts in 2010/11.
Before focussing on the specific operational example of acconting and the reasons why AAT believes increasing credit values would be wrong in our sector, it is worth looking at the overall rationale of seeking equivalence with credit values with FHEQ provision. Our view is that is based on a false premise and that one is not comparing like with like.
An apprenticeship is made up of a combination of elements only one of which is the associated qualification. The rules state that in most cases 30 hours of an apprentice’s week must be spent learning through doing in the workplace. This level of work experience is not measured in credits and will not be shared by the average learner studying for a Certificate in Higher Education or a Foundation Degree. It is the total experience of the apprenticeship that should be assessed in considering quality and parity not simply the measurable qualification elements, importartant as they are. In Accounting the employer expectation is that a learner, having completed the Higher Apprenticeship will have gained both the practical work experience and the relevant skills and knowledge, through the industry standard AAT Level 4 qualification, to mean that they can not only work alongside but in many cases be ahead of any graduate intake. This is a true apprenticeship and is quite properly seen as a different but equally valued route to progress in the sector.
The AAT qualification has been established for 30 years it is the pre-eminant professional qulaification in its field and is recognised as such by employers and learners. It is recognised by Chartered Accountncy bodies as an established progression route to higher professional qualification with exemptions offered for further study.
The enduring success of the qualification is based on the simple premise of demand. The qualification is in demand with employers because it delivers employees with the necessary knowledge and skills to perform to the highest level in the workplace. Those employees have professional staus with associated ethical standards and requirements for continuing professional development. It is in demand with learners because they recognise that it offers them professional status and a recognised qualification with real currency in the labour market and established opportunities for progression.
The high status and perceived equivalence of the qualification is not based on the number of notional credits (41) it carries in the QCF. A quick straw poll of employers who have apprentices studying AAT at Level 4 as part of the framework revealed that not one was immediately aware of how many credits the qualification carried. All of them said that they recognised it as an industry standard qualification which was the best and most relevant for their workplace.
What this demonstrates is that there is no simple relationship between the size of a qualification and its quality, or as importantly its value and credibility in a work context.
Where there is established apprenticeship progression, as in the case of accounting, through Levels 2 and 3 to 4 and potentially beyond, it is also important to maintain that articulation between the levels of the frameworks. Any proposal to increase credit values at Level 4 would serve to invalidate the progressive frameworks that are currently running and require them to be dismantled and redesigned. This would not only be very damaging for learners who have embarked on that progression route but would undermine a ssuccesful occpationally and employer designed framework that has been shown to deliver.
Apprenticeship standards must aim to ensure quality and rigour but the best way of demonstrating this is not through inputs but the outcomes in terms of competitiveness, progression and employability. The detail of content must be led by employers and professions having ownership of the learning and qualifications that are appropriate for their sector.

Question 1b

Should we maintain a specification of the minimum credit value for each component of the Higher Apprenticeship Framework?

YesNo

Comments

Should we specify a minimum credit value for a framework as a whole?

YesNo

Comments

For reasons set out in our answer at 1a, in principle AAT believes that credit values are not the correct way to judge the quality or relevance of a framework. However we recognise that given the link to QCF qualifications inherent within SASE it is sesnible to articulate with them and maintain the current minmum at 37 credits

Entry Requirements and Functional Skills

There are currently no statutory minimum entry requirements to access a Higher Apprenticeship. However, individual framework developers may set minimum entry requirements for learning or work experience as appropriate to a given occupation or sector.

We propose that this should remain the case for Higher Apprenticeships at Level 4 and 5.

Higher Apprenticeship frameworks must specify that an apprentice must achieve (or has achieved in the past) at least a GCSE Grade A*-C in English, mathematics and ICT (unless ICT is not relevant to effective performance in the occupation or sector to which the framework relates) or Functional Skills at Level 2. Where an apprentice has not achieved this in the past they may undertake Functional Skills in English, mathematics and ICT as part of their Higher Apprenticeship framework.

Question 2a

Currently Level 2 Functional Skills in mathematics and English are a mandatory requirement for Higher Apprenticeships at Levels 4 and 5. Should the current arrangements for Functional Skills remain the same?

YesNo

Comments

It is our general view that in the vast majority of cases any individual employed on a Higher Apprenticeships will have acquired and require certified functional skills at at least Level 2.
However we believe in open access and do not think attainment of functional skills should become a requirement for entry. It therefore is appropriate to keep a requirement that anyone who has not achieved the minimmum Level 2 standard prior to starting their apprenticeship should achieve it during the course of their apprenticeship.

Question 2b

Only qualifications achieved within the past 5 years can be considered as current and therefore not require an apprentice to repeat those qualifications as part of their Apprenticeship. Should the current validity of pre-existing qualifications in mathematics and English be extended, including those to a period exceeding five years?

YesNo

If yes, please specify what an appropriate period would be for Higher Apprenticeships at Levels 4 and 5.

No Limit

Comments

Question 2c

Should framework developers/designers have the option to incorporate mathematics and/or English at ahigher level into a framework where it is relevant to the sector and/or occupation?

YesNo

Comments

We make no comment as to whether this should or should not be part of a framework and believe therefore it should be incorporated in the SASE. However, we believe strongly that sectors and occupations should have the maximum discretion in designing frameworks to meet their needs.

Employee Rights and Responsibilities (ERR)

A Higher Apprenticeship framework must include the opportunity for completion of ERR, specify where achievement of ERR is located within the framework and how it is to be evidenced. We believe Employee Rights and Responsibilities should remain as a feature of Higher Apprenticeship frameworks and currently sector skills councils or the relevant standard setting body have responsibility for determining the level, nature and assessment of ERR.

Question 3a

Should the ERR element be retained as part of the requirements
for Higher Apprenticeships at Levels 4 and 5?

YesNo

Comments

Question 3b

Should framework designers/developers retain responsibility for the level,
nature and assessment of the ERR element of the framework?

YesNo

Comments

Defining the detail of ERR requirements should absolutely remain the responsibility of sectors/occupations in developing frameworks.

Personal Learning and Thinking Skills (PLTS)

Higher Apprenticeship frameworks must specify that an apprentice achieve the six Personal Learning and Thinking Skills outcomes: demonstrating independent enquiry, creative thinking, reflective learning, team working, self management and effective participation. A Higher Apprenticeship framework must specify where the achievement of the PLTS is located in the framework, either within a qualification or elsewhere, and how achievement is to be evidenced.

Question 4a

Should the requirements for PLTS remain the same for Higher Apprenticeships
as detailed currently within SASE?

YesNo

Comments

Question 4b

Many occupations and roles will also require other transferable skills and attributes of higher level working, for example management, leadership and entrepreneurial skills, which might differ by sector or occupation. Are there other relevant transferable skills which should be included within Higher Apprenticeships at Levels 4 and 5?

YesNo

If yes, please specify which transferable skills might also be included.

Comments

A no to this question should not be taken to imply that we believe that such content should not be included in apprenticeship frameworks. They should and will be included in many apprenticeships but their inclusion should be decided by sectors and occupations defining the requirements for themselves not set out in the SASE.

Minimum Guided Learning Hours on and off the job

Currently, a Higher Apprenticeship framework must specify the number of Guided Learning Hours (GLH) that an apprentice must receive to complete the framework. This currently must be a minimum of 280 GLH of which at least 100 GLH or 30% (whichever is greater) must be delivered off-the-job and clearly evidenced. The remaining GLH must be delivered on-the-job and clearly evidenced. We wish to consider whether the inclusion of minimum GLH is appropriate for Higher Apprenticeships and if so how they should align with other qualifications at a comparative level delivered in higher education.

Question 5a

Are the current minimum Guided Learning Hours appropriate for Higher Apprenticeships at Level 4?

YesNo

Comments

We have ticked both yes and no to this because we believe that, particularly as one progresses to higher level learning requiring much greater independent study GLH as currently defined is a bad measure. Having said that, if it is to remain, we do not see a need to increase the minimum as currently set.

Question 5b

Are the current minimum Guided Learning Hours appropriate for Higher Apprenticeships at Level 5?

YesNo

Comments

See answer to 5a.

Other requirements at Levels 4 and 5

Question 5c

Are there other requirements not discussed above that you believe should be built into Higher Apprenticeship frameworks at Levels 4 and 5? If so what are these?

Comments

There are no doubt many requirements that should and will be included in Higher Level Apprenticeship frameworks. Examples that come to mind might include higher level management training, coaching skills, or requirements to be trained in particular IT applications.
However this does not mean that they should be included in the SASE for two main reasons.
One is the principle that it should be a matter for sectors and occupations to set out the content that is approporiate for their sector.
The second is a practical one that the more one atttempts to write a specification to cover all eventualities the more likely it is that something will be left out and there will be the unintended consequence that an apprenticeship that is in some way different for legitimate reaosns will be excluded because it does not meet every dot and comma of the regulation.
This is all the more relevant because SASE has the status of statutory regulation and as such is not easy to change even if it is foundto be flawed.
The objective should be to look at minmum standards that ensure rigour and quality which focus on outcomes not inputs and are geared to industry and professional standards relevant to sectors and occupations.

Higher Apprenticeships - Level 6 and above

Apprenticeship provision at Level 6 and above is not currently part of the SASE. We want to ensure that we provide a consistent approach for those who are developing Higher Apprenticeships at this level. Whilst we want to have clear national standards in place, we also want to allow sufficient flexibility for employers to innovate and develop the Higher Apprenticeships most relevant to the needs of their business and their sector.

Credit Values

Currently there are no specified minimum credit values for Higher Apprenticeships at Level 6 and above. We invite views on whether we need to specify a minimum credit value for Higher Apprenticeships at Level 6 and above. A Bachelor’s Degree at Level 6 is typically worth 360 credits in higher education.

Question 6a

What should the minimum credit value be for a Higher Apprenticeship at Level 6 and at Level 7?

Answer for Level 6Answer for Level 7

Comments

We take the view expressed in the answer to 1a above that credit values are not the right measure for defining quality. The SASE should focus on ensuring that Apprenticeships at this level incorporate the industry standard and professional qualifications that are recognised and have currency within sectors/occupations and fit within established routes for progression.
The exact credit size of qualifications will inevitably differ widely between sectors and therefore arbitary credit limits to create equivalence with existing HE qualificationsare not appropriate. It is also the case that many established professional qualifications are not currently, and should not be required to be mapped on to credit frameworks.

Question 6b

Should credit values at Level 6 and above align with equivalent qualifications on the FHEQ
(e.g. Bachelor’s degrees at Level 6 and Master’s degrees at Level 7)?

Answer for Level 6

YesNo

Comments

For reasons outlined in 6a above

Answer for Level 7

YesNo

Comments

For reasons outlined in 6a above

Qualification Content and Professional Qualifications

Professional qualifications and professional recognition can be an integral part of Higher Apprenticeships particularly at Level 6 and above, adding value and supporting the credibility of the framework, leading to professional and chartered status.

If Higher Apprenticeships at Level 6 and above align with and incorporate appropriate
professional qualifications and/or recognition:

Question 7a

Should Higher Apprenticeship achievement at Level 6 and above lead to professional recognition?

YesNo

Comments

We believe that professional recognition is a very good measurement and would certainly be appropriate in our sector. However we also recognise that it is important that the SASE should be sufficiently flexible so that it does not limit Higehr Apprenticeship opportunities to solely those sectors/occupations where established professional bodies currently exist.

Question 7b

Should Higher Apprenticeship achievement at Level 6 and above lead to professional registration?

YesNo

Comments

Answer as 7a above.

Entry Requirements and Functional Skills

We propose that Higher Apprenticeships at Level 6 and above should involve an expectation that learners will have or develop a high level of professional specialist knowledge, gained through work or study, and relevant to their job role.

Question 8a

What level of knowledge, experience or qualification would you expect an individual to have attained before they undertake a Higher Apprenticeship at Level 6 and above? Please indicate if:

There should be no standard mandatory requirements for prior level of knowledge, experience or qualification

Minimum entry requirements should be set by the framework developer/designer

GCSEs should be the minimum

A Levels should be the minimum

Advanced Apprenticeships should be the minimum

Question 8b

Should this minimum level of knowledge, experience or qualification be specified within the SASE for Higher Apprenticeships at Level 6 and above?

YesNo

Comments

AAT believes that, while designers of frameworks will and should be required to include guidance on entry requirements, it is another area where being too prescriptive would potentially have unintended consequences and close access to talented individuals who for whatever reasoon may have not aquired formal qualifications at lower levels. Therefore it is not appropriate to specify within the SASE

Question 8c

Should the prior achievement of mathematics and English at Level 2 become a mandatory entry requirement for Higher Apprenticeships at Level 6 and above, thereby removing the requirement to complete Functional Skills as a component of the framework?

YesNo

Comments

The fact that a potential apprentice does not have a formal qualification should not be a barrier to access if the employer is satisfied that they are otherwise able to perfom at the required level.

Employee Rights and Responsibilities (ERR)

We propose that the requirement to include Employee Rights and Responsibilities remain the same as for Higher Apprenticeships at Level 4 and 5. This means that a Higher Apprenticeship framework at Level 6 or above must specify that an apprentice must achieve the ERR national outcomes, and specify where achievement of ERR is located within the framework and how achievement is to be evidenced.